Professional Documents
Culture Documents
HMI 2125
March 2004
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Crown copyright 2004
Document reference number: HMI 2125
Web site: www.ofsted.gov.uk
This document may be reproduced in whole or in part for non-commercial educational purposes,
provided that the information quoted is reproduced without adaptation, and the source and date of
publication are stated.
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Contents
Foreword ______________________________________________________________________ 4
Part A: Introduction ______________________________________________________________ 6
Part B: Definitions _______________________________________________________________ 8
Part C: Gathering evidence and making judgements on pupils development an example
inspection_____________________________________________________________________ 27
Part D: Reaching judgements_____________________________________________________ 35
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Foreword
This guidance is a revised edition of a booklet which was originally published in
November 2001 as part of a training course in the inspection of pupils spiritual,
moral, social and cultural (SMSC) development. In September 2003, Ofsted made a
version of this training course available to schools. Ofsted has received many
requests for the guidance it contains to be made more widely available.
In consequence, we are now publishing this version on our website as a stand-alone
document designed to be used by all those with an interest in pupils SMSC
development, including academics and teacher trainers, education inspectors and
advisers, teachers, parents, governors, members of different faith groups, Standing
Advisory Councils for Religious Education (SACREs) and others. Its purpose is to
support all readers in their understanding of pupils SMSC development. In addition,
it is designed to help schools when planning their provision for pupils SMSC
development and to help schools and inspectors in evaluating its effectiveness.
This publication confirms the importance of pupils SMSC development. It is crucial
for individual pupils and it is crucial for society as a whole. Most teachers would see
it as the heart of what education is all about helping pupils grow and develop as
people. This importance has repeatedly been recognised by legislators: schools are
required by law to promote pupils SMSC development and inspectors are required
to inspect it. This guidance has been updated to take account of recent changes in
the law and in the inspection framework introduced in 2003.
But this publication also recognises that what is meant by the terms spiritual,
moral, social and cultural development has not always been clear. Spiritual, for
instance, can be interpreted and expressed in different ways. There is also the
added complication that any definition has to be acceptable to people of faith, people
of no faith, and people of different faiths. This guidance seeks to address issues
such as these by providing teachers and inspectors with working definitions. These
are offered on an advisory basis only and with the clear understanding that schools
will develop these definitions in ways which are appropriate to their beliefs and
philosophies and those of their pupils.
Parts A and B of this guidance deal with the definitions of spiritual, moral,
social and cultural development. Parts C and D illustrate how inspectors go
about inspecting SMSC development and how they reach overall judgements
on its quality in a school.
In preparing this guidance, Ofsted has considered carefully: legislative requirements;
the views of legislators; recent debates and matters of local and national concern;
and the views of different professional, religious and secular organisations, followers
of different religions, academics, inspectors, parents and pupils. Ofsted would like to
thank everyone for their help and support, which has been universally positive.
The context for the example in the second part of this guidance is that of a
secondary school. However, the basic principles remain the same whatever the
phase and nature of the pupils. We feel confident that users of this guidance will be
able to adjust and interpret as necessary to suit the context of the foundation stage,
primary schools, special schools, sixth forms, post-16 colleges and other settings.
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Ofsted will be pleased to receive comments on this guidance. They may be
addressed to schoolinspections@ofsted.gov.uk.
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Part A: Introduction
The statutory requirement that schools should encourage pupils SMSC development
was first included in the Education Reform Act 1988. The Act began as follows:
The curriculum for a maintained school (must be) a balanced and broadly based
curriculum which
(a) promotes the spiritual, moral, cultural, mental and physical development of
pupils at the school and of society; and
(b) prepares such pupils for the opportunities, responsibilities and experiences of
adult life. 1
This was followed by the Education (Schools) Act 1992 which stated that:
The Chief Inspector for England shall have the general duty of keeping the
Secretary of State informed about
(a) the quality of the education provided by schools in England;
(b) the educational standards achieved in those schools;
(c) whether the financial resources made available to those schools are managed
efficiently; and
(d) the spiritual, moral, social and cultural development of pupils at those
schools. 2
The Chief Inspectors general duty to report on pupils SMSC development was
reiterated in the School Inspections Act 1996 and the duty on schools to promote
pupils SMSC development was restated in the Education Act 2002.
An idea of what legislators had in mind when legislating for the inspection of pupils
SMSC development can be gained from a debate in the House of Lords in July 1996.
This emphasised the need to establish the values schools should impart to pupils. It
was clearly recognised that there is more to life than achieving high standards in
academic subjects. The task was described as:
the training of good human beings, purposeful and wise, themselves with a
vision of what it is to be human and the kind of society that makes that possible.3
Today, the belief of legislators and others in the importance of encouraging pupils
SMSC development remains strong. Whether talking about the family, teenage
pregnancy, the misuse of drugs, ethics in business or politics, football hooliganism,
homophobia, the promotion of good race relations, the consequences of social
disadvantage, a failure to vote at elections, or the host of other issues which raise
1
Education Reform Act 1988 (c. 40). Part I, Chapter I, Section I (2).
2
Education (Schools) Act 1992 (c. 38) Part I, Section 2
3
Hansard. 5 Jul 1996 : Column 1691
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spiritual, moral, social and cultural issues, the debate very quickly turns to schools
and the role they can play.
It is, therefore, not surprising that there have been recent, significant, national
initiatives in personal, social and health education (PSHE), citizenship, sex and
relationship education (SRE), drug education, and careers education and guidance,
all of which are linked to pupils SMSC development. After the 2001 disturbances in
Bradford, the Home Secretary, David Blunkett, commented:
we still have a long way to goandwe must not become complacent...
The vast majority of people in our society, regardless of their ethnic
background, want the same things for themselves and their children. As we share
a common citizenship, we have to find a way of working and living together
successfully. My aim is to create an inclusive society, local communities which
meet the needs of all groups, and a dialogue which transcends differences
Teaching young people the value of diversity and a proper sense of society and
their place in it potentially offers great benefits in tackling racism and promoting
race equality. 4
Recent legislation on race equality, special educational needs, disability, sexual
orientation, religion and age has significant links to pupils SMSC development.
Schools have a statutory duty to ensure that pupils are not discriminated against and
to promote good race relations. Schools must have regard to guidance set out in
codes of practice issued by the Commission for Racial Equality, the Department for
Education and Skills and the Disability Rights Commission. 5 Ofsteds training for
inspectors on evaluating educational inclusion, which is now available as a course
for staff in schools, says a great deal about SMSC. It provides a coherent rationale
for testing out a schools effectiveness in meeting diverse needs effectively. 6
4
Blunkett D. Respect for All. Connections. Commission for Racial Equality (CRE). 2001.
5
Code of Practice on the Duty to Promote Race Equality. London, CRE, 2002 and the Guide for Schools.
London, CRE, 2002. See also Framework for A Race Equality Policy for Schools. London, CRE, 2002. Inclusive
Schooling: Children with Special Educational Needs. London, DfES, 2001. Special Educational Needs Code of
Practice. London, DfES, 2001. Code of Practice for Schools. London, Disability Rights Commission, 2002. On
legislation linked to the outlawing of discrimination in employment and vocational training linked to sexual
orientation, religion, disability and age, see the Department of Trade and Industry website and Council Directive
2000/78/EC. Official Journal of the European Communities. L303/16. 2.12.2000.
6
On Ofsteds training, see Evaluating Educational Inclusion: Guidance for Inspectors and Schools, Ofsted, 2000.
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Part B: Definitions
This section of the guidance discusses working definitions of spiritual, moral,
social and cultural development.
The spiritual, moral, social and cultural elements of pupils development are inter-
related. Attempting to disaggregate them is helpful for the purpose of analysis and
also inspection and school self-improvement. But it should not be forgotten that there
is much overlap between them, not least in respect of spirituality and its links to
pupils attitudes, morals, behaviour in society and cultural understanding.
Spiritual development
7
Best, R. Introduction: Where are we going with SMSC? in Education for Spiritual, Moral, Social and Cultural
Development. London, Continuum, 2000. Page 10.
8
Handbook for the Inspection of Schools. Part 4. Inspection Schedule Guidance. Consolidated Edition, 1994.
HMSO, 1994. Page 86.
9
Spiritual, Moral, Social and Cultural Development: An Ofsted Discussion Paper. Ofsted, 1994. Page 8.
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The paper recognised that many people will express their spiritual awareness in
religious terms: For those with a strong religious faith, the spiritual is very much at
the heart of life. However, it also recognised that non-believers also need to develop
spiritually and added:
The inspection framework must apply to both sets of individuals, and to those at
all points on the spectrum. It is vital to press towards a common currency of
shared understandings.
The 1999 handbooks for inspecting schools talked about the likely contribution of
knowledge and insights from real-life experiences and the curriculum, and about
opportunities to reflect on lifes fundamental questions and special moments in
pupils lives. While the handbooks commented that spiritual development does not
need to have a religious connection, it nevertheless said that in many
schools...religious education will make a significant contribution 10
These themes and others have been carried through into the 2003 inspection
Framework and handbooks. For instance, in respect of spiritual development, the
secondary handbook states:
Where schools foster successfully pupils self-awareness and understanding of
the world around them and spiritual questions and issues, they will be developing
a set of values, principles and beliefs which may or may not be religious to
inform their perspective on life and their behaviour. They will defend their beliefs,
challenge unfairness and all that would constrain their personal growth, for
example, poverty of aspiration, lack of self-confidence and belief, aggression,
greed, injustice, narrowness of vision and all forms of discrimination. 11
Other views
Ofsteds 1994 comments complemented views which were set out in a document
from the National Curriculum Council (NCC) Spiritual and Moral Development A
Discussion Paper.12 This usefully defined different aspects of spiritual development:
Beliefs the development of personal beliefs including religious beliefs; an
appreciation that people have individual and shared beliefs on which they base
their lives; a developing understanding of how beliefs contribute to personal
identity;
A sense of awe, wonder and mystery being inspired by the natural world,
mystery or human achievement;
Experiencing feelings of transcendence feelings which may give rise to belief in
the existence of a divine being or the belief that ones inner resources provide the
ability to rise above everyday experiences;
10
Handbook for Inspecting Primary and Nursery Schools. HMSO, 1999. Page 71. Similar statements appear in
other handbooks.
11
Handbook for Inspecting Secondary Schools. Ofsted, 2003. Page 67. Similar statements appear in other
handbooks.
12
Spiritual and Moral Development - A Discussion Paper. York, National Curriculum Council, 1993.
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Search for meaning and purpose asking why me? at times of hardship and
suffering; reflecting on the origins and purpose of life; responding to challenging
experiences of life such as beauty, suffering and death;
Self-knowledge an awareness of oneself in terms of thoughts, feelings,
emotions, responsibilities and experiences; a growing understanding and
acceptance of individual identity; an ability to build up relationships with others;
Relationships recognising and valuing the worth of each individual; developing a
sense of community; the ability to build up relationships with others;
Creativity expressing innermost thoughts and feelings through, for example, art,
music, literature and crafts; exercising the imagination, inspiration, intuition and
insight; and
Feelings and emotions the sense of being moved by beauty or kindness; hurt by
injustice or aggression; a growing awareness of when to it is important to control
emotions and feelings, and how to learn to use such feelings as a source of
growth.
It also added that:
Spiritual development is an important element of a childs education and
fundamental to other areas of learning. Without curiosity, without the inclination to
question, and without the exercise of imagination, insight and intuition, young
people would lack the motivation to learn, and their intellectual development would
be impaired. Deprived of self-understanding and potentially the ability to
understand others, they may experience difficulty in co-existing with neighbours
and colleagues to the detriment of their social development. Were they not able to
be moved by feelings of awe and wonder at the beauty of the world we live in, or
the power of artists, musicians and writers to manipulate space, sound and
language, they would live in an inner spiritual and cultural desert.
Three years later, the School Curriculum and Assessment Authority (SCAA)
produced a report which defined spirituality as some or all of:
the essence of being human, involving the ability to surpass the
boundaries of the physical and material
an inner life, insight and vision
an inclination to believe in ideals and possibilities that transcend
our experience of the world
a response to God, the other or the ultimate
a propensity to foster human attributes such as love, faithfulness
and goodness, that could not be classed as physical
the inner world of creativity and imagination
the quest for meaning in life, for truth and ultimate values
the sense of identity and self-worth which enables us to value
others.
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The paper also recognised the important link between spiritual development and
learning:
A spiritual sense can be seen as a prerequisite for learning since it is the human
spirit that motivates us to reach beyond ourselves and existing knowledge to
search for explanations of existence. The human spirit engaged in a search for
truth could be a definition of education, challenging young people to explore and
develop their own spirituality and helping them in their own search for truth. 13
Sensitivities
These discussions are not easy to turn into practical teaching strategies with clear,
educational outcomes. Precisely what is it that schools and teachers are seeking to
achieve? What are their objectives, what education should they provide and what are
the intended outcomes? Crucially, for inspectors and for teachers evaluating their
schools success, how and what should they judge?
We also need a definition that is inclusive. By this, we mean that it has to be
meaningful in all types of school and acceptable to people of all faiths as well as
those of no faith. It has to be a common denominator with which most of us can
agree. Therefore, while some schools, pupils, teachers and others may regard our
definition as something that fully sums up their own views, others may see it only as
a shared root with links to definitions based on their own faith, beliefs and
philosophies.
Our definition is not offered in arrogance. While respecting this shared view,
inspectors and other evaluators must also respect the definitions they find in different
schools. However, this does not preclude them from being sensitive, critical friends
when evaluating such definitions.
13
Education for Adult Life: The Spiritual and Moral Development of Young People. London, SCAA, 1996.
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Then, we put these three elements together and come to this definition:
The task faced by schools is, then, to find effective ways of developing pupils
drive, sense of identity and self-worth; developing their principles, beliefs and
values including those that have a religious basis. For inspectors and other
evaluators, the basic issue is to judge how well schools do this and how well
pupils develop as a result.
As the example of the school later in this guidance shows, this is neither difficult nor
obscure. Helping pupils develop as people has always been a key feature of
education. Consider, for example, the timid four year old who becomes the confident
seven year old and the reasons for this. Consider also the Year 11 athlete who is
encouraged to reflect, draw inspiration from her belief in God, and so work to
improve her performance; or the Year 13 design and technology student who
decides, after many setbacks, to persevere in the design and manufacture of a desk.
And what about the school phobic who is sensitively guided and supported so that
he learns to understand himself better and becomes, in time, a school prefect?
Table 1, on the next page, draws on the working definition to list some
characteristics inspectors and other evaluators should look for in pupils when judging
spiritual development. Readers will need to use their professional judgement about
how these characteristics relate to pupils of different ages and qualities. Not all the
characteristics need to be present and there will be others we have not listed.
There are suggestions in table 2 about what schools can provide to encourage
spiritual development.
This format of characteristics of development in the first table and what schools can
do to encourage development in the second table is repeated in other sections of
this guidance.
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Pupils who are developing spiritually are likely to be developing some or all of the
following characteristics:
Table 1
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Schools that are encouraging pupils spiritual development are, therefore, likely to
be:
Table 2
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Moral development
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Society. We value truth, freedom, justice, human rights, the rule of law and
collective effort for the common good. In particular, we value families as sources
of love and support for all their members, and as the basis of a society in which
people care for others.
The environment. We value the environment, both natural and shaped by
humanity, as the basis for life and a source of wonder and inspiration. 14
However, there clearly are areas where there is a broad range of opinion and there
will always be debate about moral values, about their relativity to certain historical
eras or cultural contexts and about the possibility of universal moral standards. Such
debate is at the heart of moral education. Schools, teachers, pupils and parents will
differ as well as agree on some values but they generally help pupils understand the
reasons for this. In consequence, the 1999 inspection handbook did not define a set
of morals. Instead, it defined the essence of moral development as the building of:
a framework of moral values which regulate personal behaviour through
teaching and promoting principles rather than through reward or fear of
punishment. 15
This theme of pupils developing their own perspectives has continued into the 2003
inspection handbook.16 The handbook refers to pupils developing an understanding
of the moral codes of their own and other cultures, acting on the basis of their own
principles, thinking through the consequences of their own and others actions,
expressing views on ethical issues, and making reasoned judgements on moral
dilemmas. This approach involves teachers helping pupils in this developmental
process by:
extending pupils knowledge and understanding of the range of
accepted values in society
developing pupils skills and attitudes, such as decision-making,
self-control, consideration of others, having the confidence to act
in accordance with ones principles and thinking through the
consequences of actions
promoting, at an appropriate level, pupils understanding of basic
moral philosophy and the skills of analysis, debate, judgement
and application to contemporary issues.
14
Statement of Values by the National Forum for Values in Education and the Community in The National
Curriculum: Handbook for Primary Teachers in England. DfEE and QCA, 1999. Pages 147149. An identical
statement appears in other handbooks.
15
Handbook for Inspecting Secondary Schools. Ofsted, 1999. Page 68. A similar statement appears in other
handbooks.
16
Handbook for Inspecting Secondary Schools. Ofsted, 2003. Pages 678. Similar statements appear in other
handbooks.
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Pupils who are becoming morally aware are likely to be developing some or all of the
following characteristics:
Table 3
Page 17
Schools that are encouraging pupils moral development are, therefore, likely to be:
Table 4
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Social development
Social development is about young people working effectively with each other
and participating successfully in the community as a whole. It is about the
development of the skills and personal qualities necessary for living and
working together. It is about functioning effectively in a multi-racial, multi-
cultural society. It involves growth in knowledge and understanding of society
in all its aspects. This includes understanding people as well as understanding
societys institutions, structures and characteristics, economic and political
principles and organisations, roles and responsibilities and life as a citizen,
parent or worker in a community. It also involves the development of the inter-
personal skills necessary for successful relationships.
The quality of our relationships defines the kind of people we are and, ultimately, the
kind of world we live in. Our capacity to participate effectively in social life is crucial
to our well-being and that of the communities we belong to. These communities are
defined not only by the spaces we live in but also by the prevailing ideals and values
and by the codes and structures for living together.
This was stressed in the 1999 inspection handbook with its emphasis on how well
schools:
encourage pupils to take responsibility, show initiative and develop an
understanding of living in a community. 17
These ideas are also repeated in the 2003 inspection handbook, which states that:
pupils who are socially aware adjust appropriately and sensitively to a range of
social contexts. They relate well to others and work successfully as a member of a
team. Older pupils share their views and opinions and work towards trying to
reach a sensible solution to problems. They show respect for people, living things,
property and the environment. 18
Pupils experience community at different levels. These start with the families or other
units in which they live, work and play and go on to embrace local, national and
global societies which are accessible to them through their own mobility, or through
the media and Information and Communications Technology (ICT).
Schools have a vital role to play in developing pupils contacts with society at these
different levels. This is very well recognised in guidance to schools. For example, in
the non-statutory guidelines for PSHE published with the latest version of the
National Curriculum, one of the three elements is headed: Developing good
17
Handbook for Inspecting Primary and Nursery Schools. Ofsted, 1999. Page 73. An identical statement appears
in other handbooks.
18
Handbook for Inspecting Nursery and Primary Schools. Ofsted, 2003. Page 57. An identical statement appears
in other handbooks.
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relationships and respecting the differences between people. The guidelines go on
to say that pupils should be taught a range of things linked to different levels of
society including the family, work and friendship groups, and society as a whole.19
The important role of schools was also recognised by the work of the Forum on
Values in Education and the Community. Its statement of values, which is
reproduced in National Curriculum documentation, sets out very helpful guidance for
teachers. Under the four headings The self, Relationships, Society and The
environment it states the qualities to be developed. For example, under
Relationships, from a longer list, it says we should respect others, care for others
and earn loyalty, trust and confidence. Under Society, it says we should support
families of different kinds, refuse to support values or actions that may be harmful to
individuals or communities, respect religious and cultural diversity, and support those
who cannot, by themselves, sustain a dignified lifestyle.20
Finally, it is worth noting that schools, themselves, are social communities that offer
a model for living and working together. It is here that pupils learn and experiment
with the challenges and opportunities of belonging to a larger group. It is also where
they will experience the tensions between their own aspirations and those of the
wider community. Clearly, the quality of relationships in schools is significant in
forming pupils attitudes to acceptable social behaviour and self-discipline. It is also
essential that they be given opportunities to exercise responsibility and to face the
consequences of their choices and actions. Decisions about how pupils are grouped,
for instance, have an important bearing on their opportunities to work co-operatively
and responsibly, and to develop leadership qualities, as well as affecting their
educational progress.
19
The National Curriculum: Handbook for Primary Teachers in England. DfEE and QCA, 1999. Page 140. A
similar statement appears in other handbooks.
20
The National Curriculum: Handbook for Primary Teachers in England. DfEE and QCA, 1999. Page 148. An
identical statement appears in other handbooks.
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Pupils who are becoming socially aware are likely to be developing the ability to:
Table 5
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Schools that are encouraging pupils social development are, therefore, likely to be:
Table 6
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Cultural development
This definition echoes the report of the National Advisory Committee on Creative and
Cultural Education, All our Futures. According to this report, the four central roles for
education in the cultural development of young people are:
to enable young people to recognise, explore and understand
their own cultural assumptions and values
to enable young people to embrace and understand cultural
diversity by bringing them into contact with attitudes, values and
traditions of other cultures
to encourage an historical perspective by relating contemporary
values to the processes and events that have shaped them
to enable young people to understand the evolutionary nature of
culture and the processes and potential for change. 21
Ofsteds definition recognises that pupils need to understand their own culture. This
gives them a sense of identity and a language with which to communicate, receive
and modify the shared values of the culture. Their culture embraces customs,
history, geography, icons and images, artefacts, music, painting, sculpture, dance
and technology as well as the spoken word and written literature. There will be
agreed norms of behaviour. There will also be opportunities to participate in
celebrations which mark key ideals or events.
But the definition also recognises that within any culture there will be sub-cultures
and the dominant culture of any one group of people is only one among many in the
world. Moreover, people increasingly need to understand and feel comfortable with a
world culture that is developing alongside improvements in communications,
including transport, television and ICT.
Ofsteds definition recognises that cultures are always changing and growing; they
are never static. Therefore, cultural development must go beyond just learning the
norms and skills of a group of people; it also involves understanding the processes
21
All Our Futures: Creativity, Culture and Education, National Advisory Committee on Creative and Cultural
Education. DfEE and DCMS, 1999. Page 48.
Page 23
of cultural development and change and an appreciation of the inter-dependence of
different cultures. It means facing the prejudices (however unwitting) which lead to
dismissing or marginalising unfamiliar traditions. This was recognised in the 1999
handbook when it spoke of the need to:
look for evidence of how the school promotes the cultural traditions of its own
area and the ethnic and cultural diversity of British society. 22
It is also recognised in the 2003 handbook when it speaks of pupils:
appreciating cultural diversity and according dignity to other peoples values
and beliefs. They challenge racism and value race equality 23
Ofsteds definition therefore embraces the challenge to improve pupils
understanding of change and diversity made in Recommendation 67 of the
MacPherson Report after the murder of Stephen Lawrence. This suggests that
schools need to do more to value cultural diversity and prevent racism to better
reflect the needs of a diverse society.24
22
Handbook for Inspecting Primary and Nursery Schools. Ofsted, 1999. Page 73. A similar statement appears in
other handbooks.
23
Handbook for Inspecting Nursery and Primary Schools. Ofsted, 2003. Page 58. An identical statement appears
in other handbooks.
24
The Stephen Lawrence Inquiry: CM 4262 - I. HMSO, 1999
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Pupils who are becoming culturally aware are likely to be developing some or all of
the following characteristics:
Table 7
Page 25
Schools that are encouraging pupils cultural development are, therefore, likely to be:
Table 8:
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Part C: Gathering evidence and making judgements on
pupils development an example inspection
In this section, we discuss and demonstrate how inspectors go about the business of
inspecting pupils SMSC development. The intention is that schools undertaking self-
evaluation will mirror much of this process.
Pupils SMSC development will be influenced by what the school stands for and
almost everything the school does. Inspectors judgements on pupils development
will be based on evidence from right across the school.
The starting point is how well the school provides an environment in which pupils
spiritual, moral, social and cultural development can flourish. The climate and values
of a school may be evident from the moment one enters it: whether it is welcoming,
keen to help the visitor, and proud of the achievement of those who work and learn
there. Is there a drive for learning and respect for reflective responses? Other
pointers include:
the values projected by staff, governors and pupils
the relationships it encourages between pupils and staff and
between pupils
the way staff address pupils and vice versa
the way pupils address and care for each other
the way disputes and dissent are addressed
the quality of the physical environment
the range of opportunities provided by the school outside the
formal curriculum
the relationships developed by the school with the wider
community
the tone and content of material published by the school.
In addition, some activities will be consciously planned to contribute to pupils SMSC
development; for example, activities such as assemblies, acts of collective worship,
extra-curricular programmes and lessons in PSHE, citizenship, careers education
and guidance, sex and relationship education, and drug education. There will also be
important contributions from National Curriculum and other subjects.
Inspectors and other evaluators will draw on all these sources and more when
reaching judgements about the quality of pupils SMSC development and what the
school does to promote it. Here, the inspection process is illustrated using the
hypothetical Owlsmoor Community High School. Self-evaluating schools will go
through a broadly similar process.
Owlsmoor is an 1118 outer-urban school serving pupils from very varied socio-
economic backgrounds. The majority come from lower-income, owner-occupier
families, although a significant proportion live in rented accommodation. A higher
than average percentage of pupils qualify for free school meals. Just under 60% of
Page 27
pupils are white. About 15% are of Indian origin, 15% Pakistani and 5% African and
Caribbean. There are small numbers of pupils of Sri Lankan and Chinese origin and
some recent arrivals from the Horn of Africa. The latter speak and understand little
English. The percentages of pupils with special educational needs and English as an
additional language are above average. There is a small unit for pupils with severe
physical disabilities attached to the school. After the last General Certificate of
Secondary Examination (GCSE) examinations, overall standards were graded C
compared to national averages and A in comparison to schools in similar
circumstances.
Examples of evidence and evaluations about the school are italicised and presented
in boxes. Sometimes, there is a commentary to give evaluation and judgement.
These examples show a range of ways in which evidence and findings can be
recorded and reported. They are not meant to endorse any particular method or
approach.
The examples illustrate both pupils development and what the school
provides through its teaching and other provision to support this
development.
These examples form only a part of the full picture that an inspection team would get
on an inspection. However, they are indicative of some of the evidence inspectors
may come across and which will be used and combined to reach overall judgements.
The examples illustrate the complex nature of the interrelationship between the
spiritual, moral, social and cultural, and the difficulty, very often, of separating them.
They also show how both the formal curriculum as well as other seemingly tiny and
insignificant incidents can have a significant impact on pupils development.
Page 28
Example 2: further extract from pre-inspection visit notes
Headteacher walked with me round the school. Much recent (last
15 years) refurbishment. Redecoration of corridors
headteacher said that old paint was dull and clinical; selective
(sensible) use of carpet.
Headteacher very proud of new labs, computer suites, hall and
refurbished toilets. The toilets are clean, pleasantly decorated
and not smelly.
Good use of display of pupils work and other material including
pictures of community activities and visitors to the school (nb:
good racial mix in pictures serving as role models, for example
visit of Caribbean leader of the council).
Calm, purposeful atmosphere; heard no shouting. Pupils move
about the school calmly. Saw no running in corridors and little
jostling.
This initial evidence suggests a school that is demonstrating high standards and
expectations by creating a positive environment and tone. Pupils exhibit good
manners and friendly relationships. They are given responsibility and accept it well.
Equal opportunities flourish. There is respect for each other and for other cultures.
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Headteacher comments in his statement that extra-curricular
activities are carefully chosen because of the contribution
they make to pupils personal development for example
sport (including sport for all activities), Duke of Edinburghs
Award, and community involvement (with three local
nurseries, a retirement home, and a local community project
based at a family centre).
In the above example, the media studies inspector has explained in the last
paragraph what she sees as the significance of the lesson for pupils SMSC
development.
This example, which involves the careful exploration of issues linked to sex, health
and relationships, offers evidence on many aspects of SMSC development. It
provides inspectors with evidence on how pupils think they should behave and why
and suggests that they do this well. There is also evidence of good social and
cultural development focusing on the need to be thoughtful about others and to show
care for interests other than ones own.
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In this example, there is strong, clear evidence of pupils ability to recognise moral
dilemmas, to evaluate the evidence and arguments and to come to their own views.
Example 8: notes from an inspector on incidents involving pupils from the severe
physical disabilities unit.
At a changeover time between lessons, one of the more severely disabled pupils
was making her way down a crowded corridor in a wheelchair to her next lesson.
There were pupils all around, all making their way on foot to their next lessons. No
one was paying her much attention certainly no more than they were paying to
any other pupil in the corridor. My initial reaction was to be upset by this and what
I saw as the callousness of the pupils. However, the disabled student survived the
corridor and the school quietened down.
After reflection, and seeing more of the school, I decided I had misread the
situation. In fact, I now think I was seeing something very positive taking place
the total acceptance by pupils of that pupil as a person to be treated just like
anyone else. This was well illustrated for me later when I saw an able-bodied boy
go up to another severely disabled boy. There then followed what was obviously a
good-natured interchange on the previous nights football match on the television.
It ended with the able-bodied boy grinning, punching the disabled boy in a friendly
way, rather harder than I would have liked, and he walked off leaving the disabled
boy with an equally broad smile on his face. I later saw the pair of them playing
snooker together in the community room with the able-bodied boy helping the
other to reach balls in the middle of the table and the disabled boy advising the
other on the quality of his shots. In another incident, one disabled girl tore a strip
of an able-bodied girl who promptly gave back as good as she got. There was no
deference or condescension on either part.
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Example 9: extract from notes of an interview with Year 7 pupils.
I spoke to a group of ten pupils in the playground at lunchtime. All said they liked
the school. They said that the teachers were friendly and helpful. They also said
that other pupils were friendly and supportive. They were clearly all aware of the
multi-cultural nature of the school and said this was a virtue. One said that it
makes the school more interesting. When I asked for examples of pupils being
supportive, one boy told me that he had just been swimming and, for the first time,
had managed to jump off the diving board. One of the girls explained that the boy
had been too frightened for weeks to do it but they had all helped him and they
were all very pleased. Another girl said that she found the mentoring by older
pupils very helpful. The pupils all went off and I later saw them (boys and girls)
playing football together.
In this example, the pupils have strong, developed (and developing) views. Social
development is good. This is well illustrated by the care and support they give one
another. There is good cultural development, recognising and valuing the different
backgrounds from which the pupils come. The boy overcoming his fear of jumping off
the diving board will have contributed to his personal development.
Example 10: extract from notes taken in an interview with the headteacher
Headteacher commented that, when he came to the school four
years ago, there was underachievement generally. Pupils were
undervalued by staff, governors, parents and the wider
community, including the local press. Pupils also undervalued
themselves. Different backgrounds of pupils were acknowledged
but they were neither celebrated nor valued: this applied as
much to white pupils as to those from other heritages.
Headteacher began with audit of where different cultures and
traditions were recognised in the school. This revealed a patchy
picture for example, in RE, different religions were studied but
with little reference to the pupils own beliefs and experiences. In
contrast, in careers education and guidance, staff were well
aware of what influenced pupils career choices and they had
some good ways of challenging, in a sensitive and respectful
way, certain attitudes and prejudices. Headteacher also realised
that, in their everyday interactions with each other, the pupils
knew far more about each other than the school had formally
recognised white pupils in a Year 8 class knew more about
how their Muslim friends were going to celebrate Eid than was
formally acknowledged by the school.
The audit also considered how the school raised self-esteem
and mutual respect. It found that pupils from all heritage groups
were achieving all sorts of things which could have been
applauded but which were not recognised. This included
achievements in sport in clubs outside school, in places of
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worship and other community organisations, in part-time
work, and in the family, such as caring for younger siblings.
A start was made by ensuring that main events affecting the
different communities in the school were raised, explained
and discussed in assemblies and tutor periods: for example,
the opening of a new community centre on a socio-
economically deprived estate where a large number of white
pupils lived. Another early change was to ensure more
regular and more detailed reference in assemblies, tutor
periods and elsewhere to the major festivals celebrated by
the different ethnic and religious groups in the school. For
example, Ramadan and its implications were fully explored,
including the direct impact on those pupils who were fasting.
Eid was formally celebrated, with all pupils being invited to
join in thanksgiving prayers in assembly led by a Muslim
governor.
This example is very much about how a school began to encourage SMSC
development. It deals, centrally, with how the school began to develop pupils
understanding of themselves, self-esteem and respect for others. The example says
a good deal about what the school believes in and respects in particular, cultural
diversity. It also reflects the effectiveness of senior management. Credit should
always be given for initiatives (such as those outlined here) that are likely, in the
longer term, to lead to the better development of pupils.
This is really the only negative comment made about SMSC in the school. It started
well with its audit of provision but then has eased off monitoring its effectiveness.
Monitoring is not easy but there needs to be a sensible and pragmatic system to
ensure that the school is being as effective as possible and that time, effort and
money are not being wasted.
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Part D: Reaching judgements
At the end of an inspection, the various judgements made by all inspectors are
drawn together to form a coherent overview of the quality of pupils SMSC
development and what the school does to support this. This needs to be convincing,
clearly justifying the judgements on quality. Judgements are also made on how the
quality has improved since the last inspection and inspectors give clear indications of
the actions needed to improve it further.
In the case of Owlsmoor School, it is clear that pupils spiritual development is very
good. Even in the few examples given, there is clear evidence of the development of
pupils beliefs and values, an understanding of feelings, self-respect, an
understanding of the beliefs and values of others, and a respect for others. Pupils
moral development is also very good. In particular, they are developing a very good
understanding of contemporary moral codes, including where there are differences
between the cultures represented in the school. They are also willing to express their
views, respect the views of others, and to reassess when appropriate. Their social
development is very good. They are developing an ability to adjust their behaviour in
different contexts and in response to different people. They co-operate very well and
treat others, property and the environment with great respect. They are active
participators in the local community even though this is not always organised directly
by the school. Pupils cultural development is also very good, not least because of
the rich diversity in the school and the way pupils recognise and respect it. They are
developing a very good understanding of their own and other cultures represented in
the school. They value diversity and are open to ideas for change.
Owlsmoor is also very good because of its planning. For example, unlike many
schools, Owlsmoor has policy documents on pupils SMSC development which give
the schools own definitions of what SMSC development means and how it can be
encouraged. Moreover, each department has to build SMSC-related aims into its
planning and documents.
Though arguable (and an inspection team would argue it very carefully), what stops
pupils development from being excellent (as opposed to very good) is that
although the school initially conducted an audit and then responded to this, it has no
continuing system for monitoring the effectiveness of its provision. In consequence,
there are sometimes gaps in provision, some missed opportunities, and some
unevenness in the experiences of different pupils.
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